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The U.S. higher education landscape has shifted considerably over the past quarter century, undergoing a new “academic revolution” that has had significant implications for the teaching staff of U.S. colleges and universities.

The IIENetwork Handbook for International Educators lists more than 7,000 professionals at over 1,300 higher education institutions (study abroad directors, international student advisers, university presidents, and more) who are active participants in international educational exchange.

The role of higher education institutions, and their relationship to their local communities, is a topic of debate in both the UK and the USA. How do institutions balance their civic responsibilities with their global ambitions and internationalization strategies?

IIE’s work has a direct, tangible impact on the lives of individuals and the lives of those in the communities that support them. In this report, IIE presents findings from a survey of alumni who participated in programs administered by IIE to learn how their lives were changed.

The fifth report from our 10-year tracking study of the Ford Foundation International Fellowships Program (IFP), Leveraging Higher Education to Promote Social Justice: Evidence from the IFP Alumni Tracking Study finds that IFP alumni are prepared to confront social injustices and have received promotions in their career as a result of participating in the program.

Open Doors® is the only long-standing, comprehensive information resource on international students and scholars in the United States and on American students studying abroad for academic credit. Buy your hard copy now!

The notion that robust democracy and violent conflict are linked is commonplace. Many observers of international politics attribute violent conflict in contexts as diverse as Myanmar and Syria to failures of democracy. Conversely, most agree that continuing political violence undermines any effort to build strong democratic institutions in Libya or South Sudan. As a matter of policy, democratization has often been promoted not only as an end in itself but as a means toward building peace in societies scarred by violence. Development professionals tackle these challenges daily, confronting vicious cycles of political violence and weak democratic institutions. At the same time, scholars have dedicated intense scrutiny to these questions, often finding that the interrelationships between conflict and democracy belie easy categorization.

Dedicated to the 10th anniversary of the John Paul II Center for Interreligious Dialogue and the Russell Berrie Fellowship in Interreligious Studies, this impact report evaluates the program’s goals in furthering emerging religious leaders’ knowledge of other religions, understanding and ability to engage with interfaith issues; promoting impact in Fellows’ communities; fostering a network of Fellow leaders; and supporting interfaith scholarship.

The evaluation report of the TechWomen program identifies program impact on the seventh cohort of Emerging Leaders in STEM from Africa, Central and South Asia, and the Middle East, as well as the program’s achievement of its goals to strengthen participants’ professional capacity, increase mutual understanding between key networks of professionals, and expand girls’ interest in STEM careers by exposing them to female role models.

The first report of the Greek Diaspora Fellowship Program highlights the many ways in which the program has impacted participating Greek institutions and the diaspora scholars in their higher education capacity-building efforts. The findings reflect nearly 50 Fellows and their respective host institutions.

The fourth report from our 10-year tracking study of the Ford Foundation International Fellowships Program (IFP), Transformational Leaders and Social Change provides important insights into the personal, organizational, community, and societal impacts of IFP alumni in Kenya, Nigeria, Palestine, and South Africa, drawn from the perspectives of 361 IFP alumni and local stakeholders.

This study provides insight into global mobility in Brazil’s higher education sector and examines select indicators of internationalization in Brazilian higher education, including the provision of courses taught in English, virtual learning, and initiatives to support inbound and outbound student flows. The findings can help to expand Brazilian higher education institutions’ capacity to gather and report mobility data.

Despite the global spread of democracy following the end of the Cold War, dictatorships still rule about one-third of the world’s countries. The persistence of authoritarian governments poses a challenge for the international community on a variety of fronts: dictatorships are more likely to repress their citizens, instigate wars, and perpetrate mass killing, among others. This challenge is even more pressing given the gradual decline in the number of democracies worldwide over the last decade. Practitioners confront critical questions about which strategies are likely to pave the way for democratization versus which are likely to stifle it.

The third report from our 10-year impact study of the Ford Foundation International Fellowships Program (IFP), Leaders, Contexts, and Complexities paints a complex picture that highlights the opportunities of the IFP experience against challenges posed by local realities in three Latin American countries.

Underrepresented Students in US Study Abroad: Investigating Impacts synthesizes existing research on the association of study abroad with positive academic outcomes for minority and other underrepresented students, with the goal of ultimately helping enhance pathways of access to study abroad for all students.

Open Doors® is the only long-standing, comprehensive information resource on international students and scholars in the United States and on American students studying abroad for academic credit. Buy your hard copy now!

Gaining an Employment Edge: The Impact of Study Abroad on 21st Century Skills & Career Prospects investigates the connection between study abroad programs and the development of skills that contribute to employment and career development in today’s workforce.

This literature review—produced by a team of political scientists, geographers, and an anthropologist from the University of Colorado—synthesizes scholarship from diverse research traditions on the following Learning Agenda question: How can citizens keep civic space from shrinking? What enables civic and political participation in countries where civil liberties have been lost? How do forms of civic and political engagement in such contexts differ from forms of engagement in contexts in which civil liberties are protected? Are some forms of civic and political engagement generally more tolerated in newly repressive contexts than others? How do civic actors adapt their engagement tactics to achieve their objectives?

This literature review—produced by a team of political scientists, sociologists, and lawyers from the University of Minnesota—synthesizes scholarship from diverse research traditions on the following Learning Agenda question: What are the consequences of human rights awareness campaigns? What makes a human rights awareness campaign successful? Why do many campaigns fail? What are the unintended negative consequences of both successful and failed campaigns? How do local norms and other cultural factors constrain or enable the translation of campaigns from one context to another?

This literature review—produced by a team of sociologists and political scientists from Brown University—synthesizes scholarship from diverse research traditions on the following Learning Agenda question: How and when does grassroots reform scale up? When citizen participation has led to local reforms in a particular sector (e.g., health), what processes lead to these reforms’ influencing the regional or national levels of that sector (e.g., citizen groups monitoring medicine supplies in local clinics leads eventually to pharmaceutical procurement reform in the Ministry of Health)?

There is an acute need for methods of detecting and investigating fraud in elections, because the consequences of electoral fraud are grave for democratic stability and quality. When the electoral process is compromised by fraud, intimidation, or even violence, elections can become corrosive and destabilizing—sapping support for democratic institutions; inflaming suspicion; and stimulating demand for extra-constitutional means of pursuing political agendas, including violence. Accurate information about irregularities can help separate false accusations from evidence of electoral malfeasance. Accurate information about the scope of irregularities can also provide a better gauge of election quality. Finally, accurate information about the geographic location of malfeasance—the locations where irregularities occurred and how they cluster—can allow election monitors and pro-democracy organizations to focus attention and resources more efficiently and to substantiate their assessments of electoral quality.

Can Indigenous Associations Foster Trust, Tolerance, and Public Goods?

Apr 28, 2017

People gather in structured, if informal, community groups for many reasons—social, such as a book club or softball league; economic, such as a team hosting a fundraiser for a member’s medical expenses; or political, such as neighbors meeting to address flooding caused by poor infrastructure. But how does participating in such groups affect people’s well-being or decisions to work for other community improvements? Level of political knowledge? Level of trust toward group members, people in the broader community, or institutions such as the government? Or willingness to tolerate differences that are often at the root of conflict, such as ethnicity and religion? Professors Jaimie Bleck from the University of Notre Dame and Philippe LeMay-Boucher from Heriot-Watt University, in collaboration with Jacopo Bonan from Catholic University of the Sacred Heart and Bassirou Sarr from the Paris School of Economics, worked to answer these questions by studying community groups called grins that meet in neighborhoods across Mali’s cities.

The ASU research team studied how women’s descriptive, substantive, and symbolic political representation is affected by legislation that establishes quotas for the number of women serving in parliament. The team conducted their research in Uruguay, taking advantage of a five-year lag between when the gender quota law was passed (2009) and the elections for which it was first implemented (October 2014) to conduct a natural experiment on the law’s effects, independent of those attributed to its drafting and passage. The ASU team implemented a two-wave survey, before and after quota implementation, and compared those survey results to content analyses of election coverage, legislators’ floor speeches and websites, and bill sponsorship.

This literature review—produced by a team of WSU professors and graduate students representing the academic disciplines of communication, history, and political science—synthesizes scholarship from diverse research traditions on the following Learning Agenda question: What are the most effective ways to encourage women’s civic (e.g., volunteer, advocacy, etc.) and political (e.g., voting, running for office) participation? What are the risks to women of these strategies in contexts where resistance to changing gender norms is strong?

Building on an ODI report, “Women’s Voice and Leadership in Decision-Making: Assessing the Evidence” (2015) that identified seven strategies to support women’s civic and political representation, the UVA team focused on the second half of the research question, using a flexible systematic review process that included defining and operationalizing strong resistance. Overall, the team found that 1) research on resistance that aims to limit or end challenges to the status quo is under-theorized and in need of concept-building before researchers can make the analytical distinctions necessary to assess resistance fully and 2) where the literature does exist, it has an almost exclusive focus on female politicians.

This literature review—produced by a team of economists, political scientists, sociologists, and anthropologists—synthesizes scholarship from diverse research traditions on the following Learning Agenda question: In the context of hiring civil servants and providing positive and negative incentives for their behavior, what kinds of interventions are most effective at reducing the propensity (potential and actual) of civil servants to engage in corruption?

This literature review—produced by a multidisciplinary team of graduate students and professors—synthesizes scholarship from diverse research traditions on the following Learning Agenda questions: What do we know about the role of citizens, social movements, and other domestic civic actors (as opposed to transnational actors or government officials) in advocating for particular human rights outcomes in their country? And what can we learn from the successes and failures of their activities? Much of the research on this topic has focused on North America and Europe, but do any of these findings have the potential to translate to other country contexts? Are there particular contextual or tactical variables in these country contexts that make it less likely that domestic civic actors can have an impact? Are there some kinds of rights that are easier to fight for than others?

What are the effects of Chinese investment and development projects on the perceived legitimacy of African states? In recent years, China has dramatically increased the size and scope of its aid to and investment in sub-Saharan Africa; the differences in China’s approach to aid, compared to the Western model, have ignited debate about whether Chinese aid negatively affects governance and government legitimacy in the recipient country. In this paper, a research team led by The College of William and Mary tested this proposition in rural and urban Liberia. The research combined a public opinion survey; a survey experiment presenting one of three vignettes describing the roles of Chinese aid, US aid, or the Liberian government in service provision and corruption in Liberia; and an experimental game that measured how voluntary tax compliance—a standard measure of government within the academic literature—was affected by exposure to one of the same three vignettes. Both survey experiment and experimental games included a control group, for participants who were not read a vignette, and the vignettes were identical except for the name of the actor (China, US, or the Liberian government).

The Vanderbilt team conducted a series of randomized controlled trials in Nepal to determine the effectiveness of various types of mass media campaigns designed to raise C-TIP awareness. The researchers developed, tested, and then randomly assigned different types of C-TIP messaging to survey participants, varying by format (a fact-based poster, and narrative graphic novels, radio, and audio-visual treatments). Within the narratives, the research team also varied the message type (empowerment versus fear-based stories). Study participants also were randomly assigned to experience the messages either individually, or in groups that allow for community-level deliberation. The research was conducted in 160 communities across Nepal, and included two full rounds of treatment to gauge long-term effects; the research is continuing for a third round in Nepal and expanding into China, with support from the US Department of Labor.

Corporations can be implicated in human rights violations involving their employees and the communities in which they operate. Although corporations function within a framework of national and international human rights norms, such as the UN’s Guiding Principles on Business and Human Rights—and several industries have self-regulated, promoting sector-specific standards—corporations may be most responsive not to top-down standards or enforcement, but to citizen-led resistance. What sorts of civil resistance are most effective in gaining concessions and from which corporations? What corporate characteristics—such as sector, market share, reputational value, or leadership changes—and contextual factors, like rule of law, influence the likelihood that corporations will make concessions? In this paper, a University of Denver (DU) research team constructed a new dataset to answer these questions, gathering observational data in Indonesia, Mexico, Nigeria, and South Africa.

The TCU research team developed and fielded a nationally representative survey experiment in Albania and Moldova to assess what average citizens in both countries currently know about human trafficking and how counter-trafficking messaging could most effectively be framed. The research conducted in both countries focused on two primary objectives: 1) to establish a baseline of public opinion about human trafficking in each country, and 2) to analyze these data to provide information that can support the development of more strategic C-TIP prevention and protection programs by understanding what could drive people in each country to take personal action against trafficking and to support governmental action. In addition, the survey also explored how issue framing and messaging affects public concern for and involvement in C-TIP efforts.

Assessing Changes in Attitudes, Awareness, and Behavior in Indonesian Youths:

May 25, 2016

The USC team’s research in Indonesia included two components: a public opinion survey and an analysis of social media, both implemented in 2014. The public opinion survey was administered in Indramayu, West Java, Indonesia, a district with more than 1.77 million people that is a “hot spot” for human trafficking. USC administered the survey twice, with 527 participants; between the first and second wave, 319 of the participants watched an MTV Exit documentary on Indonesians’ experiences with human trafficking. USC conducted the social media assessment from May to July 2014, searching Twitter, Facebook, and YouTube in Indonesia for posts containing one or more of seven key words that would indicate that a post was about human trafficking.

The UCSD team examined the online and offline activity of 30 activists and six formal and informal organizations and identity groups, three in Bahrain and three in Egypt, that were engaged in the 2011 protests.

GSU’s research team analyzed how the success of a peace process is influenced by the perceived legitimacy of transitional justice mechanisms, and how that legitimacy is influenced by a government's international obligations regarding the mechanisms’ design and management. The GSU team implemented its research in Colombia, through two waves of a public opinion survey with embedded experimental vignettes, and presented the results from each wave to public, private, and international stakeholders in Colombia.

The Williams College research team studied how vote-buying influences voter behavior using a laboratory game implemented at Harvard University in the US and the Busara Centre for Behavioral Economics in Kenya.

Democratic backsliding is a challenge USAID faces worldwide, in many contexts. Degradation in the quality, functioning, and experience of democracy and democratic rights negatively affects international development goals, in all sectors. The continued decline in democratic governance around the world raises new questions about how DRG practitioners and scholars understand and confront backsliding. Is backsliding simply democratization in reverse? What makes countries vulnerable to backsliding? Which democratic practices and institutions are most at risk? How can DRG programs respond to or mitigate closing political space?

Models for U.S. Study Abroad to Indonesia presents best practices for U.S. practitioners developing sustainable study abroad programs to Indonesia and is the culmination of the U.S.-Indonesia Partnership Program for Study Abroad Capacity (USIPP), sponsored by the U.S. Department of State’s Bureau of Educational and Cultural Affairs.

A Process for Screening and Authorizing Joint and Double Degree Programs

With the current focus on strategic internationalization and institutional partnerships, joint and double degree programs are becoming increasingly attractive to higher education institutions around the world.

This White Paper from the Institute of International Education (IIE) shares initial information on steps taken by U.S. campuses and higher education associations in support of students from the Middle East and North Africa (MENA) currently enrolled or hoping to study in the United States.

Ninth in the Global Education Research Reports series, published by IIE and the AIFS Foundation, Asia: The Next Higher Education Superpower? critically examines the local and global trends driving higher education policies in Asia and their impact on the local and regional knowledge economies.

Attitudes and Perceptions of Prospective International Students from India (2010)

This IIE Briefing Paper examines the attitudes and perceptions of the U.S. of prospective international students from India, and is the second report in a series of attitudinal surveys of students from key sending countries.

Attitudes and Perceptions of Prospective International Students from Vietnam (2010)

This IIE Briefing Paper examines the attitudes and perceptions of prospective international students from Vietnam and is the first in a series of attitudinal surveys of students from key sending countries.

Beyond Borders: Measuring Academic Mobility between the United States and Mexico

Mexico’s Patlani project and the U.S.-based Open Doors®, conducted by the Institute of International Education (IIE) with the support of the Bureau of Educational and Cultural Affairs of the U.S. Department of State, together provide a thorough representation of the majority of the academic mobility that occurs between the two counties.

Colleges and universities in the United States have for many years welcomed foreign students with positive expectations concerning the contributions these foreign students are likely to make to the quality of education and with only vague concerns that the economic costs of foreign students may outweigh the benefits.

Brazil Scientific Mobility Undergraduate Program in the United States (2012)

In July 2011, Brazilian President Dilma Rousseff announced the creation of a new scholarship program known as Ciência sem Fronteiras, a multiyear initiative to send 75,000 fully funded Brazilian students abroad for training in the science, technology, engineering, and math (STEM) fields, with an additional 25,000 scholarships expected to be funded by the private sector.

Brazil Scientific Mobility Undergraduate Program in the United States (2013)

In July 2011, Brazilian President Dilma Rousseff announced the creation of a new scholarship program known as Ciência sem Fronteiras, a multiyear initiative to send 75,000 fully funded Brazilian students abroad for training in the science, technology, engineering, and math (STEM) fields, with an additional 25,000 scholarships expected to be funded by the private sector.

Patricia Chow, Senior Program Officer for Research and Evaluation at the Institute of International Education, presented at the 22nd Annual Meeting of the Forum of the Brazilian Universities Accessories to International Matters (FAUBAI), held in Sao Paulo, Brazil from April 14 to 17, 2010.

Building Research and Teaching Capacity in Indonesia through International Collaboration (2013)

This briefing paper, “Building Research and Teaching Capacity in Indonesia through International Collaboration,” published by the Institute of International Education’s Center for International Partnerships, provides a detailed, data-driven look at the research and teaching capacity of Indonesian universities.

This IIE White Paper serves as a useful follow-up to the December 2010 “Building Sustainable U.S.-Ethiopian University Partnerships” conference in Addis Ababa, which brought together higher education administrators and faculty from the U.S. and Ethiopia to consider the mutual interests that tertiary institutions in both countries have in forming greater linkages.

This report, the first in a new series on Key Issues in Academic Mobility, was produced by IIE’s Center for Academic Mobility Research with the support of the U.S. Department of State’s Bureau of Educational and Cultural Affairs.

In the 1980s, the annual percentage of foreign graduate students in U.S. engineering programs had exceeded 40% and the proportion of doctorates awarded to non-U.S. citizens had consistently exceeded 50%.

Choosing Schools From Afar: The Selection of Colleges and Universities in the United States by Foreign Students

It is the purpose of this research project to ascertain some of the factors influencing the decisions made by these foreign students and to identify the salience of different factors for subsets of the foreign student population.

While the number of global and country-level ranking and classification systems continues to expand, a regional classification and assessment of higher education institutions in the Middle East and North Africa (MENA) region has not been developed.

Daring to be Different: The Choice of Nonconventional Fields of Study by International Women

It is important for the study to identify the relationship between the women's view of gender in society and their levels of feminism, on the one hand, and the selection of a non-conventional field of study.

This IIE Briefing Paper examines the current state of U.S.-China educational exchange and presents the variety of study abroad program offerings and existing funding opportunities for American students wishing to study or conduct research in China.

This briefing paper, published by the Institute of International Education’s Center for Academic Mobility Research, provides a detailed, data-driven look at the burgeoning growth of English-taught master’s programs in Europe.

Equipping New University Presidents to Lead Effectively in the Developing World (2015)

This paper, prepared by Wilfred B. Brewer, President of Performance-Solutions-Group, Inc., and Mahboob Mahmood, Founder and CEO of Knowledge Platform, provides lessons from the 2014 WISE Leadership Conference in Doha, Qatar.

This report provides an overview of the current landscape of evaluating citizen diplomacy programs, taking a look at the methodology and findings of evaluations of an array of such initiatives in the United States.

The Institute of International Education (IIE), with the support of the U.S. Department of State’s Bureau of Educational and Cultural Affairs (ECA), launched an initiative to expand the capacity of key nontraditional destination countries to host a larger number of U.S. study abroad students.

Over the past twenty years, the number of U.S. students studying abroad has more than tripled as higher education institutions, students, and parents have recognized the unique and critical knowledge and perspectives that are gained through living and learning in international contexts.

Foreign Students in a Regional Economy: A Method of Analysis and an Application

The purpose of this study is to develop a general method for analyzing the economic impact of international students on a local or regional economy and to apply the methodology to a specific university in Michigan.

IIE’s Higher Education Readiness program (HER) provides 100 girls entering the 11th grade with scholarship support to help them complete their secondary education and equip them with the tools needed to continue on to university. "HER Future in University" report follows the path of HER students who graduated in 2015 and are now pursuing university education.

IIE’s Higher Education Readiness program (HER) provides 100 girls entering the 11th grade with scholarship support to help them complete their secondary education and equip them with the tools needed to continue on to university. The "HER Impacts in School and Beyond" report maps the trajectories of 100 HER students who graduated from secondary school in 2016.

U.S. Study Abroad in Thailand highlights the current landscape and opportunities for expanding U.S. study abroad in Thailand, and addresses diverse concepts, models and approaches for study abroad, as well as the challenges of increasing the number of U.S. students who choose to study abroad in Thailand.

This study, which was conducted by the Institute of International Education (IIE) and published by the World Bank's Office of Diversity Programs, draws findings to shed light on the barriers facing U.S. minority students entering the field of international affairs and international development.

Increasing Women’s Participation in International Scholarship Programs: An Analysis of Nine Case Studies

Although the number of women participating in international scholarship programs has increased considerably over the past two decades, it is generally recognized that they still are not participating in numbers commensurate with their population worldwide.

Over the past year, international educators expressed concern that the political discourse surrounding foreign nationals in the U.S. leading up to the November 2016 U.S. presidential election could be damaging to international student recruitment efforts.

To remain competitive, our nation’s higher education must keep pace with the rapid globalization of our society over the last few decades, made possible by ever more rapid flows of ideas, technology, people, and information.

International Expertise in American Business: How to Learn to Play with the Kids on the Street

The Institute of International Education is pleased to publish this study as a component of its research program, and more particularly as one of several efforts to examine the impact of international educational experiences on business careers.

International Investment in Human Capital: Overseas Education for Development

Overseas education for development is a notion that is based on a shared belief among the older, industrialized, high-income countries and the new nations emerging out of the former colonies that the old had much to teach and the new much to learn.

In conjunction with the Academic Cooperation Association (ACA) , IIE coordinated this survey among international students in the U.S. on their attitudes towards higher education in the U.S., and their motivations in choosing a college or university in the U.S.

In order to stimulate greater dialogue among women in United States and Japan, the Institute of International Education initiated the Japan-U.S. Women Leaders Dialogue in cooperation with the Japan Center for International Exchange and with support from the Japan Foundation Center for Global Partnership.

This report, published in November 2009 by the Institute of International Education (IIE) and Freie Universität Berlin, features articles and insights from higher education administrators and practitioners on both sides of the Atlantic who are seeking to equip their students with the international experience, perspective and skills to succeed in today’s global economy.

Joint and Double Degree Programs in the Global Context assesses the current landscape of joint and double degree programs and identifies the challenges, opportunities, motivations, and impact of developing such programs.

Learn by Doing: Expanding International Internships/Work Abroad Opportunities for U.S. STEM Students is the outcome of a special workshop held in April 2012 in Washington, DC, to explore internship and work abroad programs in the STEM fields, specifically creating, maintaining, funding and assessing these programs.

New Frontiers: U.S. Students Pursuing Degrees Abroad, a new report from the Institute of International Education (IIE), presents findings from a 2-year analysis of key destinations and fields of study of U.S. students who choose to pursue degree programs abroad.

Obligation or Opportunity: Foreign Student Policy in Six Major Receiving Countries

Despite the many similarities in foreign student policy in the major receiving countries, there are also significant variations from country to country in historical background, current issues, enrollment trends and data, and foreign student policies and practices.

The U.S. higher education landscape has shifted considerably over the past quarter century, undergoing a new “academic revolution” that has had significant implications for the teaching staff of U.S. colleges and universities.

This report is the result of a six-month evaluation conducted by the Institute of International Education (IIE) on behalf of the German Academic Exchange Service (DAAD) for its Research Internships in Science and Engineering (RISE) program.

This survey of U.S. college and university admissions officers, taken in the summer of 2017, concludes that international students are still interested in attending higher education institutions in the United States despite the current environment.

Social Justice and Sustainable Change: The Impacts of Higher Education

Yielding the first findings from our 10-year impact study of the Ford Foundation International Fellowships Program (IFP), Social Justice and Sustainable Change shows that funding the post-graduate academic pursuits of emerging social justice leaders from marginalized groups leads to significant, measurable benefits for communities and organizations in their countries and throughout the world.

The second report from our 10-year impact study of the Ford Foundation International Fellowships Program (IFP), Social Justice Leaders in Action provides an in-depth look at the lives and careers of IFP alumni in three Asian countries detailing the different pathways alumni have taken and the ways they have leveraged their skills and networks to affect change.

Talking to Themselves: The Search for Rights & Responsibilities of the Press and the Mass Media in Four Latin American Nations

Over the last decade or so one of the most important aspects of the development process has been a transition of many less developed countries to democracy and a free market system, especially in Latin America but also in selected parts of Africa and Asia.

The Boren Awards: A Report of Oral Language Proficiency Gains during Academic Study Abroad explores the language gains made by U.S. undergraduate and graduate students who received Boren Scholarships and Fellowships for language study overseas between 1996 and 2011.

A fundamental theme of this essay is that the economic implications of foreign students in U.S. institutions of higher education cannot be assessed independently of the broader economic context and status of the higher education sector.

The crisis in Syria continues to have a devastating impact on professors, university students, and the education sector, not only in Syria but also in the neighboring countries that are hosting more than 3 million Syrian refugees.

Ten years ago, in June 1999, a group of 29 European Ministers signed the Bologna Declaration with the goal of establishing the European Area of Higher Education by 2010 and promoting the European system of higher education world-wide.

The Institute of International Education's Center for Academic Mobility Research is pleased to announce the publication of a new briefing paper: U.S. and Australian International Student Data Collection: Key Differences and Practices.

This new publication documents the growth of one of the most vibrant segments of American academic life in recent years — study abroad, or the movement of American students in pursuit of education overseas.

U.S. Students in China: Meeting the Goals of the 100,000 Strong Initiative

U.S. Students in China: Meeting the Goals of the 100,000 Strong Initiative presents findings from a pilot study to capture the full breadth of U.S. student participation in education abroad activities in China.

U.S. Students in Overseas Degree Programs: Key Destinations and Fields of Study presents findings from the first-ever survey on U.S. students pursuing full degrees abroad at the post-secondary level, their specific level of study, and their chosen field of study.

The crisis in Syria continues to have a devastating impact on professors, university students, and the education sector, not only in Syria but also in the neighboring countries that are hosting so many displaced Syrians.

Valuing Study Abroad: The Global Mandate for Higher Education presents the remarks that Scott Freidheim, the Chief Executive Officer, Europe, for Investcorp International, and member of IIE’s Board of Trustees, hosted at the British Academy’s International Conference in London in March 2012.

The crisis in Syria continues to have a devastating impact on professors, university students, and the education sector, not only in Syria but also in the neighboring countries that are hosting so many displaced Syrians.

Since its launch in 2013, the WeTech Seed Fund for Women + Girls in Computer Science in Africa has been a gateway for young African women to begin their careers in Information and Communications Technology (ICT).

This revised and expanded IIE report examines the attitudes and perceptions that international students who are considering studying in the United States have of U.S. higher education and other key study destinations around the world.

Women’s enrollment in higher education globally has grown almost twice as fast as the rate of male enrollment in the past four decades, primarily due to increased equity and access, enhanced income potential, and the internationally-recognized imperative to narrow the gender gap at all levels of education.